The following is a list of the curriculum strands covered in this wiki. When they are covered, you will find the appropriate symbol next to the appropriate curriculum strand. For example, if you should come across a spot where the wiki is talking about adding fractions, a (#) may be next to it. This would let you know that what is being is being discussed refers to the National Council of Teachers of Mathematics curriculum strand (NCTM).
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) (#)
work flexibly with fractions, decimals, and percents to solve problems;
compare and order fractions, decimals, and percents efficiently and find their approximate locations on a number line;
develop meaning for percents greater than 100 and less than 1;
understand and use ratios and proportions to represent quantitative relationships;
develop an understanding of large numbers and recognize and appropriately use exponential, scientific, and calculator notation;
use factors, multiples, prime factorization, and relatively prime numbers to solve problems;
develop meaning for integers and represent and compare quantities with them.
MAINE LEARNING RESULTS (MLR) (*)
A. NUMBER Students use numbers in everyday and mathematical contexts to quantify or describe phenomena, develop concepts of operations with different types of numbers, use the structure and properties of numbers with operations to solve problems, and perform mathematical computations. Students develop number sense related to magnitude, estimation, and the effects of mathematical operations on different types of numbers. It is expected that students use numbers flexibly, using forms of numbers that best match a situation. Students compute efficiently and accurately. Estimation should always be used when computing with numbers or solving problems
Middle Grades 5-8 6. Students add, subtract, multiply, and divide numbers expressed as fractions and as decimals including mixed number
The National Educational Technology Standards (NETS) (^)
Research and Information Fluency 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
The Standards
The following is a list of the curriculum strands covered in this wiki. When they are covered, you will find the appropriate symbol next to the appropriate curriculum strand. For example, if you should come across a spot where the wiki is talking about adding fractions, a (#) may be next to it. This would let you know that what is being is being discussed refers to the National Council of Teachers of Mathematics curriculum strand (NCTM).NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) (#)
Grade 6-8 Expectations
In grades 6–8 all students should–
MAINE LEARNING RESULTS (MLR) (*)
A. NUMBER
Students use numbers in everyday and mathematical contexts to quantify or describe phenomena, develop concepts of operations with different types of numbers, use the structure and properties of numbers with operations to solve problems, and perform mathematical computations. Students develop number sense related to magnitude, estimation, and the effects of mathematical operations on different types of numbers. It is expected that students use numbers flexibly, using forms of numbers that best match a situation. Students compute efficiently and accurately. Estimation should always be used when computing with numbers or solving problems
Middle Grades 5-8
6. Students add, subtract, multiply, and divide numbers expressed as fractions and as decimals including mixed number
The National Educational Technology Standards (NETS) (^)
Research and Information Fluency
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.